Discussing the inadequate support that theater receives in elementary and secondary schools, the author explores the value of theatrical processes in teaching across the curriculum. Describes three levels of experience that are vital for learning, stating that teachers must do a better job of using theater as an educational tool. (GEA)

States that implementation of the Getty proposals for discipline-based art education would be bad for art education, for schools, and especially for students. Develops several arguments critical of the proposals and critiques the "flawed notions of art, intelligence, and art education" which underlie them. (GEA)

Discusses the problems encountered by entry-level teachers as they lose contact with the university and its support systems. Examines entry-level teacher preparation, advocating extensive supervised microteaching prior to the extended student-teaching semester. Proposes that master teachers serve as models, supervisors, and advisors to beginning…

Describes Maine's new initiative to make art education a part of each student's school day through the Arts in Schools Basic Education Grants. Indicates a change in emphasis from artists in school to the development of curriculum. Urges acceptance of this program as a broadening of focus, not a replacement for artists' residencies. (KO)

States that the increasing attrition rate of students applying to and persisting in education programs suggests that curriculum reform may not provide more teachers or even more effective teachers. Discusses the need for predictive measures in determining who should teach, recognizing that educators must encourage students to complete programs and…

Examines the process of giving grants to fund projects in arts education, specifically the generation of funding recommendations through the peer panel system. Analyzes a National Endowment for the Arts panel as to its overall effectiveness and expense. Concludes that while the process is expensive, it works given the criteria used. (GEA)

Provides a collection of concrete, practical ideas for influencing local school decisions about art education. Practical suggestions fit into the categories of alliance building, developing consensus, skillfully presenting your case, using numbers, and obtaining publicity. (JDH)

Claims that modern science is radically incoherent and that this incoherence lies within the practice of science. Details the work of the scientist and philosopher Charles Sanders Pierce, expounding on the difference between Rene Descartes' dualistic philosophy and Pierce's triadic view. Concludes with a brief description of the human existence.…

Advocates interprofessional education as an efficacious approach to the professional development of arts administrators. Presents a set of guidelines and goals that support interprofessional education. Warns that failure to realize the interrelated nature of the creation, support, and study of the arts will lead to even more failures in art…

Presents a brief historical overview of the basic premises for fine arts education. Emphasizes that the fine arts should be taught as an end in themselves, with no utilitarian function attached to them. States that such aesthetic education is a necessity in the development of human beings. (GEA)

Investigates Michael Polanyi's theory of emergence of the framework for tacit (personal) knowing, its function in the reasoning process, and the significant role art can play in the development of personal knowledge. States that intensive study of works of art will enable students to make discriminating choices that ultimately evolve into personal…

Discusses the influence of the artist role model on art education, examining the extent to which other models are given credence. Suggests that art educators examine the limiting factors within art education so that a more inclusive approach, which would be more responsive to student needs, could be developed. (GEA)

Argues that art educators must assume cultural leadership responsibility in two areas: (1) teaching the artist to understand and work with the art lover and (2) influencing the will (tastes) of the art lover. Examines how art educators might go about fulfilling their responsibilities to each group. (GEA)

Offers a "marketing strategy" for arts education. Provides statistics from the Americans and the Arts survey, conducted in 1984 by the National Research Center of the Arts, which shows solid public support for the arts both in and out of school. (JDH)

Compares science and art as modes of reflective activity in order to remedy confusion concerning the notion of disciplined-based art education. Referring to the work of John Macmurray, the author suggests that there is a discipline unique to the arts that differs from the disciplines proper to intellectual modes of reflection. (KO)